Human Tendencies (Montessori): Difference between revisions
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A key principle in Montessori philosophy, '''Human Tendencies''' refers to certain predispositions that are considered universal across human beings, irrespective of age, culture, or race.<ref>Montessori, M. (1973). From Childhood to Adolescence. Schocken Books.</ref> These tendencies have been present since the beginning of the human species and are believed to have an evolutionary origin. Mario Montessori referred to the importance of these tendencies when he stated, "Montessori stresses the need to serve those special traits that have proved to be tendencies of Man throughout his history."<ref>Montessori, M. M. (1966). Education for Human Development: Understanding Montessori. Schocken Books.</ref> | A key principle in Montessori philosophy, '''Human Tendencies''' refers to certain predispositions that are considered universal across human beings, irrespective of age, culture, or race.<ref>Montessori, M. (1973). From Childhood to Adolescence. Schocken Books.</ref> These tendencies have been present since the beginning of the human species and are believed to have an evolutionary origin. Mario Montessori referred to the importance of these tendencies when he stated, "Montessori stresses the need to serve those special traits that have proved to be tendencies of Man throughout his history."<ref>Montessori, M. M. (1966). Education for Human Development: Understanding Montessori. Schocken Books.</ref> | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:2--> | ||
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*"We then become witnesses to the development of the human soul; the emergence of the New Man, who will no longer be the victim of events but, thanks to his clarity of vision, will become able to direct and to mould the future of mankind."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | *"We then become witnesses to the development of the human soul; the emergence of the New Man, who will no longer be the victim of events but, thanks to his clarity of vision, will become able to direct and to mould the future of mankind."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | ||
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*"The child has a mind able to absorb knowledge. He has the power to teach himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | *"The child has a mind able to absorb knowledge. He has the power to teach himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:5--> | ||
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*'''Pros''': The concept of human tendencies highlights the importance of addressing the innate characteristics and drives of individuals in education. It aligns with research on intrinsic motivation and the benefits of aligning education with human nature.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': The concept of human tendencies highlights the importance of addressing the innate characteristics and drives of individuals in education. It aligns with research on intrinsic motivation and the benefits of aligning education with human nature.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
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*'''Cons''': Critics suggest that the concept of universal human tendencies may overlook individual, cultural, and contextual differences in learning and development.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> | *'''Cons''': Critics suggest that the concept of universal human tendencies may overlook individual, cultural, and contextual differences in learning and development.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> | ||
== Comparisons to Other Methods == | == Comparisons to Other Methods == <!--T:8--> | ||
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Traditional education models often focus on delivering a standardized curriculum, while Montessori education pays attention to innate human tendencies to create an environment that nurtures each child's individual process of development.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | Traditional education models often focus on delivering a standardized curriculum, while Montessori education pays attention to innate human tendencies to create an environment that nurtures each child's individual process of development.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | ||
== See Also == | == See Also == <!--T:10--> | ||
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*[[Montessori Method]] | *[[Montessori Method]] | ||
*[[Prepared Environment (Montessori)]] | *[[Prepared Environment (Montessori)]] | ||
*[[Planes of Development (Montessori)]] | *[[Planes of Development (Montessori)]] | ||
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{{Glossary of Montessori Terms}} | |||
== References == <!--T:13--> | |||
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<references/> | <references/> | ||
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Latest revision as of 21:59, 17 July 2023
A key principle in Montessori philosophy, Human Tendencies refers to certain predispositions that are considered universal across human beings, irrespective of age, culture, or race.[1] These tendencies have been present since the beginning of the human species and are believed to have an evolutionary origin. Mario Montessori referred to the importance of these tendencies when he stated, "Montessori stresses the need to serve those special traits that have proved to be tendencies of Man throughout his history."[2]
Montessori Quotes
- "We then become witnesses to the development of the human soul; the emergence of the New Man, who will no longer be the victim of events but, thanks to his clarity of vision, will become able to direct and to mould the future of mankind."[3]
- "The child has a mind able to absorb knowledge. He has the power to teach himself."[4]
Research and Critiques
- Pros: The concept of human tendencies highlights the importance of addressing the innate characteristics and drives of individuals in education. It aligns with research on intrinsic motivation and the benefits of aligning education with human nature.[5]
- Cons: Critics suggest that the concept of universal human tendencies may overlook individual, cultural, and contextual differences in learning and development.[6]
Comparisons to Other Methods
Traditional education models often focus on delivering a standardized curriculum, while Montessori education pays attention to innate human tendencies to create an environment that nurtures each child's individual process of development.[7]
See Also
Glossary of Montessori Terms
The Glossary of Montessori Terms is a collection of specific terms and vocabulary that are related to the Montessori method of education, primarily focusing on the theory and practice for children aged 3 to 6. The jargon used by Montessori educators offers a unique insight into child development as discussed by Maria Montessori. The 'Montepedia Glossary of Montessori Terms' originated from a glossary that was compiled by the late Annette Haines from the Montessori Training Centre of St. Louis, at the request of Molly O'Shaughnessy from the Montessori Centre of Minnesota. The reason behind the creation of this glossary was to supplement O'Shaughnessy's lecture at the Joint Annual Refresher Course that took place in Tampa, Florida, in February 2001.[8] The glossary has since been expanded and updated with additional 'Montessori Terms'.
- 3-Hour Work Cycle
- Absorbent Mind
- Adaptation
- Adolescence
- Albums
- Advisor
- Analysis of Movement
- Casa dei Bambini
- Children of the Earth
- Children's House
- Choice
- Classification
- Concentration
- Concrete to Abstract
- Control of Error
- Coordination of Movement
- Cosmic Education
- Creativity/Imagination
- Cycle of Activity
- Development of the Will
- Deviations
- Didactic Materials
- Director
- Discipline from Within
- Earth Child
- Elementary Classroom
- Erdkinder
- Exercises of Practical Life
- False Fatigue
- Freedom of Choice
- Freedom within Limits
- Grace and Courtesy
- Great Stories
- Ground Rules
- Guide
- Help from Periphery
- Human Tendencies
- Imagination
- Independence
- Indirect Preparation
- Indirect Presentation
- Isolation of a Difficulty
- Intrinsic Motivation
- Job
- Kinderhaus
- Language Appreciation
- Language Acquisition
- Learning Explosions
- Materials
- Materialised Abstractions
- Mathematical Mind
- Maximum Effort
- Mixed Ages
- Montessori Materials
- Nido
- Montessori Materials
- Normalization
- Obedience
- Peace
- Personality
- Planes of Development
- Points of Interest
- Practical Life
- Phonemic Awareness
- Phonics Instruction
- Phonological Awareness
- Prepared Environment
- Presentation
- Primary Classroom
- Psychic Embryo
- Reading Comprehension
- Repetition
- Respect
- Self-Discipline
- Self-Regulation
- Sensitive Periods
- Sensorial Materials
- Simple to Complex
- Socialization
- Society by Cohesion
- Sound Games
- Three-Hour Work Cycle
- Valorisation
- Vocabulary Enrichment
- Work
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References
- ↑ Montessori, M. (1973). From Childhood to Adolescence. Schocken Books.
- ↑ Montessori, M. M. (1966). Education for Human Development: Understanding Montessori. Schocken Books.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.
- ↑ Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
